Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY300885 Inspection date 16/08/2011 Inspector Glenda Field

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2005. She lives with her husband and children aged five and seven in a residential area of Norwich. The whole of the childminder's house is used for childminding, with the exception of the master bedroom and office, and there is a fully enclosed garden for outside play. The family have two dogs.

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Description of the childminding

The childminder is registered to care for a maximum of four children. There are currently 10 children on roll, of whom 7 are within the early years age range. All attend on a part-time basis. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the childcare register. Children are taken on outings to the local parks and forest, soft play centres and Whittlingham Lake.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children settle with ease in the welcoming and inclusive environment of the childminder's home and consequently make good progress in their learning. Good, effective procedures ensure they are extremely safe and secure. The childminder has developed a strong partnership with parents and involves them fully in all aspects of their children's learning and development. Systems for monitoring and evaluating the provision, to identify priorities for development, are being established to continue to improve the quality of the provision.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure that details of each fire drill that takes place are entered in the evacuation log  develop further the use of self-evaluation, taking into account the views of users to identify the setting's strengths and priorities for development.

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the early years provision

Children are safeguarded as the childminder has a secure understanding of Local Safeguarding Children Board Guidance and procedures. Robust vetting systems are in place in order to ensure that adults who have access to children are suitable to do so. Most records, policies and procedures for the safe management of the provision are in place. However, the practicing of fire drills have not been consistently recorded. The childminder carries out regular risk assessments of her home and of any outings and takes effective action to reduce risks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's health and well-being is promoted efficiently. The premises are clean and hygienic and competent systems are in place to prevent the spread of infection. The childminder holds current paediatric first aid training and is able to take appropriate action in the event of an emergency. She creates a welcoming

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the early years provision

and stimulating family environment for children. The childminder carefully plans the organisation of her home and her resources. Children easily access a wide range of inviting resources and can move freely and safely in uncluttered play areas. The childminder is caring and affectionate and builds close bonds with each child. She is attentive to their needs at all times and shows genuine interest in their news and ideas. As a result, children are happy and very much at ease within her care.

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the early years provision

The enthusiastic childminder has a realistic awareness of the strengths within her childcare provision and displays a strong capacity to further improve her service. Systems for monitoring and evaluating the provision, to identify priorities for development, are being established to continue to improve the quality of the provision. However, the views of users have not yet been sought. She has addressed the recommendations raised within the last inspection and sustains improvement through accessing training. Good partnerships are formed with parents and other early years foundation stage providers. The childminder gathers valuable information from parents about each child prior to the commencement of care in order to plan sensitively for their arrival. Parents are provided with informative childcare policies and can view additional information about the childminder's service in a folder and on a noticeboard in the hall of her home.

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the early years provision

Children's ongoing progress is shared informally at the beginning and end of each day. Parents also have regular access to their children's learning records. The childminder has effective systems in place to liaise with other settings delivering the Early Years Foundation Stage that children attend to facilitate children's transition and continued progression.

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the early years provision

The childminder promotes equality and diversity well and ensures all children receive the support they need. She has attended training for children with special educational needs and disabilities and has plans in place on how to provide support for children who speak English as an additional language.

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and outcomes for children

Children make good progress within their learning in all areas of development. The childminder makes good use of the Early Years Foundation Stage in order to plan activities for each child's developmental stage, and maintains detailed observations of each child's play to form a clear record of their progress. This record is shared with parents and children's next steps are identified carefully and used to inform future planning. Children feel safe and secure and develop a real sense of belonging within the childminder's home. They learn how to be safe as the childminder raises their awareness of fire and road safety and offers them gentle reminders of how to be safe in the home. Children are eager to join in activities. They explore with confidence and develop independence. They behave well and display good social skills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children develop a good understanding of how to stay healthy and effective steps are taken to promote children's health and well-being. For example, individual paper towels are used for drying hands, thus reducing the risk of cross-infection. Children learn to make healthy eating choices. Snacks and meals are happy, sociable times. Fresh drinking water is easily accessible to children. Children develop a positive attitude to exercise. They show an awareness of space as they move with confidence in the setting.

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and outcomes for children

Children learn to manipulate small tools during art and craft activities. They learn to move with control and coordination on large pieces of equipment in the local parks and at indoor play centres. Children develop good skills for the future. They chatter confidently and are keen to share news about their families, for example, telling the adults present that their father used to live in Australia. Children are able to recall and talk confidently about previous events, for example, about visiting the local forest to collect sticks, which they made into stick men on their return home. They also recall of trips on the bus and train, visiting nearby towns, such as Lowestoft.

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and outcomes for children

They are eager to participate in activities, for example, as they settle enthusiastically at a craft activity and giggle with glee as they explore the foam shapes and other craft items, whilst deciding what they were going to make. The childminder creates a print-rich environment for children. They are able to select from a wide range of inviting books and enjoy being read stories by the childminder. The childminder uses open questions and gives children time to think in order to develop their language. For example, children played with a pop-up bus, the childminder asked where they were going and the children responded by saying they were going to the airport to catch a plane to take them to Australia. Children have lots of opportunities to mark-make on a large low-level easel, and whilst seated at the child-size table, using pencils and paper. They focus well on activities and are engaged for long periods. For example, they match letters to

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and outcomes for children

pictures with the childminder's support and recognise 'l' for ladybird. Children recognise numbers on puzzles and learn to count items. They think about simple problems as they use a selection of puzzles, shape-sorters and construction resources.

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and outcomes for children

Children develop their creativity as they paint, print, make collages and play musical instruments. They involve themselves in imaginary play as they set up a shop, adding to the realism by writing price tags for various items. Children learn to operate equipment, such as laptops. They become familiar with their community on outings to the local parks, forest, and soft play centre. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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